The Integrated essay asks for your response to an academic reading passage and a lecture on the same topic.. They can type their questions onto a computer screen, or they can ask their q
Trang 1SPEAKING SECTION 1 97
( ) Now listen to a Short conversation between a student and her friend
Question
Desaibe Ihe woman's problem and the two suggestions Ihal her friend makes about how to handle it What do you think the woman should do, and why?
Preparation Time: 20 seconds
Aecoroing Time: 60 seconds
Trang 21M MOOEL TEST 2 PFlOGRESS TEST
0 - _
Now listen to part of a lecture in a sociology class The professor is discussing the
criteria for using older r esearch references
au Uon
Using the main points and examples fr om the lecture, describe the two c r iteria for using an
older research reference presented by the professor
Preparalio n Time: 20 seconds
Recording Time : 60 seconds
Trang 3WRmNG S ECTION 1"" WRITING SECTION
The Writing section tests your ability to write essays In English similar to those that you would write in college oourses
During the test, you will write two essays The Integrated essay asks for your response to an academic reading passage and a lecture on the same topic You may take notes as you read and listen, but notes ",re not 9f11ded You may use your notes to write the essay Th$ lecture will be spoken, but the directions and the questions will be written You will have 20 minutes to
plan, write, and revise your response Typically, a good essay for the integrated topic will require that you write 150-225 words
The independent essay usually asks for your opinion about a familiar topic You will have
30 minutes to plan, write, and revise your response Typically, a good essay for the Indepen-dent topic: wiU require that you write 300-350 words
A clock on the screen will show you how much time you have to complete each essay
1.1 , .1Int &aJ 14Th , "", T.r
You have 20 minutes to plan, write, and revise your response to a reading passage and a lec
-ture on the same topic Rrst., read the passage and take notes Then, listen to the lecture and
take notes Rnally, write your response 10 !he writing question Typically, a good response will require thai you write 150-225 words
Reading Pasuge
Ttme: 3 minutes
00 compulers think? It isn't a new question In fact, Alan Turing, a British
ma~tid"'n , proposed an experimenl to answElf the question in 1950, and
the test, known as the Turing Test, is stiU used today In the experiment., a group
of people are asked to interact with something in another room through a
c0m-puter terminal They don't know whether It Is anothElf person or a computElf that
they are interactlng with They can ask any questions that they want They can
type their questions onto a computer screen, or they can ask their questions by
speaking into a microphone In response, they see the answers on a computer
screeo or they hear them played back by a voice synthesizer At the end of the
lest, !he people have to decide whether they have been talking 10 a person or to
a computer If they judge the computer to be a person, or If they can't detennine
the difference, then the machine has passed the Turing Test
Since 1950, a number 01 contests have been organized In which machines
are chailenged to the Turing Test In 1990, Hugh Loebner sponsored a prize to
be awarded by the Cambridge Center for Behaviofl1l Stuclies-a gold medal
and a cash award 01 $100,000 to the designer 01 the computer that oould pass
the Turing Test; however, so far, no computer has passed the test
Trang 4200 MOOE L T ES T 2 PROGRE SS TEST
Ttl U' I · W - - .;- ;; :; -;, .;;7 '
.' , - '
( ) Now Usten to a lecture Of! the same topic as the passage that you have just read
SUmmarize the main points in the r ead i ng passage , and the n explain how t h e lecture casts
doubt on tho ido3$ i n the reading
Quesllon
Read and th i nk about the follOwing statement :
Pets should be treated like family members
Do you agree o r disagree with this statement? Give reasons t o support your opinion
Trang 5REVIEW OF TOEFL ® SECTIONS
READING
OVERVIEW OF THE IIEAIIIIIG SEenON
The Reading section tests your ability to understand reading passages like those In college
textbooks The passages are about 700 words i n length
There are two forma l s lor the Read ing section On the sho rt format, yoo will respond t o three
passages On the long formal , you will respond to fIVe passages After each passage , you will answer 12- 14 questions about it Only three passages will be g r aded The other passages are
part 01 an experimental section lor future tests Because you will not know which passages will
be graded, you must try to do your best on all ollham
Most question s are worth one poin t , but the last question in each passage is worth more tha n
one point
You wiU have 60 m i nutes to read all of the passages and answer the questions on the short for-mat 800100 m i nutes to r ead all of t he passages and answer the questions on the long format You may take notes whi le you read, but notes are not gr aded You may use yo u r notes to
answer the qu estions Some passages may Include a wOfd or phrase that i s under1 i ned i n
blue Click on the wo r d Of phrase to see a glossary definition or explanation
Choose the best answer for multipllKhoice questions Follow the d i rections on the page or on the scree n fOf computer-assisted que stions Click on Next to go to the next ques t ion Click
on Back to return to the previous question You may r eturn to previous questions for all of the passages in the same reading part, but afte r you go to the next part, you may not return to pas-sages in a pr evious part Be sure th at you have answered al l o f the questions for the passages
in each part before you click on Next allhe end of the passage to move to the next part
Yoo can click on Rev iew to see a ch a rt of the questions you have answered and the que stions
you have not answered In each part From this screen , you can re l um to the question you want
t o answer In the part that is open
A clock on the screen will Show you hOw much time you have to complete the Read illQ section ,
ct II(
Trang 6202 REVIEW OF TOE FL - 1 BT SECTIONS
REVIEW Of PROBLEMS fOR THE READING SECTION
~ Prompts
A prompt for the Reading sectiCHl is usually a passage from an undergraduate college textbook
In one of the natural sciences, social sciences, humanities, or arts The length of the passage is
lrom 650 10 800 words II there are technical words, they are explained In a glossary alter the
passage There are either three or five prompts in the Reading section with twelve to fourteen
questions after each prompt When you are presented with three prompts, all three will be
graded When you are presented with five prompts only three will be graded, and two will be
used lor experimental purposes, You should do your best on aU live prompts because you will not
know which of them will be graded Problems 1-14 in this review refer 10 the following prompt:
" PrtNIut:etS , COllSllntllrs , antllJtH:otnpOSllfS "
-+ Organisms that are capable of using carbon dioxide as theirlib!i source of
carbon are callao 8utotrophs (sell·feeders), or producers These are the
pLaniS They Chemically fix carbon through photosynthesis Organisms Ihat
depend on producers as their carbon source are called heterotrophs (feed on
others), or consumers Generally, these are animals From the producers,
which manufacture their own food, energy flows through the system along a Cir'
cuit called the food chain, reaching consumers and eventually decomposers
Ecosystems generally are structured in a food web, a complex network of
interconnected food chains, comprising both strong interactions and weak
interactions between species in the food web
Primary consumers feed on producers tal Because producers are always
plants, the primary consumer is called an herbivore, or plant eater A camivore
Is a secondary consumer and primarily eats meat [B] A consumer that feeds on
both producers (plants) and consumers (meat) is called an omnivore ~
Decomposers are the final link in the chain They renew the entire system
by releasing inorganic materials from organic debris IDl Decomposers are
bacteria and fungi that digest and recycle the organic debris and waste In the
environment In addition, the detritus feedefS- worms, mites, termites, cen·
tipedes, and others- participate like a small army of workers, Waste products,
dead plants and animals, and" other organic remains are the principal food
source for all these delritivores 1norganic compounds are released in the
process and the cycle continues
-+ An example of a complex community is the oceanic food web that includes
krill, a primary consumer Krill is a shrimplike crustacean thaI is a major food
for an interrelated group of organisms including whales fish seabirds, seals,
and squid in the Antarctic region All of these organisms partiCipate in numer'
ous other food Chains as well, some consuming and some being consumed
Phvtoolaokton begin this Chain by harvesting solar energy in photosynthesis
Phytoplankton are eaten by herbivorous zoopl an kton such as krill and other
organisms Krill are eaten by consumers at the next troph ic level Because krill
Male ehra~n a' ~rTl prav~
Trang 7READING 203 are a protein-rich, plentiful food, increasingly factory ships seek them out such
as those from Japan and Russia, : I '~ \ 'I ' I " , I , '
mI!jan
Efficiency In a Food Web
Any assessment of wor1d food resources depends on the level of consumer
being targeted Let us use humans as an example Many people can be fed if
wheat is eaten directly However, if the grain is lirst fed to cattle (herbivores)
and then we eat the beef, the yield of available food energy is cut by 90% (810
kg of grain is reduced to 82 kg 01 meat); lar lewer people can be led from the
same laod area
In terms of energy, only about 10% 01 the kilOcalOries (food calories, not
heat calories) in plant matter survive from the primary to the secondary trophic
level WIlen humans consume meat instead of grain, there is a lurther lOss of
biomass aod added ineffICiency More energy Is lost to the environment at each
progressive step in the food chain You can see that an omnivorous diet such
as ours is quite expensive in terms of biomass and energy
~ Food web concepts are becoming politicized as wor1d lood Issues grow
more critical Today, approximately half of the cultivated acreage in the Uniled
States and canada is planted for animal consumption-beef and dairy canle,
hogs, chickens, aod turKeys Livestock feed Includes approximately 80"10 of the
annual com aod nonexported soybean harvest, In addition, some laods cleared
01 rain forest in Central and South America were converted 10 pasture to
pro-duce beef lor export to restaurants, stores, and fast-Iood oullets In developed
counlrles Thus, lifestyle decisions aod dietary pattems In North America aod
Europe are perpetuating inefficient food webs, not to mention the destruction 01
valuable resources, both here and overseas
Clearty, some food webs are exceptionally simple, such as eating grains
directly, whereas are more complex The home gardener's tomatoes
may be eaten by a tomato homworm which is then plucked off by a passing
Robin, which is later eaten by a hawK-and so it goes, In endless cycles
Glossary
phytoplankton: a plant that lives in the sea and produces its own energy
source
trophic level: category measured in steps away from the energy Inpot in an
ecosystem